Predicting children's mathematical performance in grade one by early numeracy |
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| Authors: | Pirjo Aunio Markku Niemivirta |
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| Institution: | 1. University of Jyväskylä, Finland;2. University of Helsinki, Finland;1. Top Institute for Evidence Based Education Research, Maastricht University, 6200 MD Maastricht, The Netherlands;2. Faculty of Psychology and Neuroscience, Maastricht University, 6200 MD Maastricht, The Netherlands;3. Department of Psychology, University of Western Ontario, London, Ontario N6A 5C2, Canada;1. Department of Special Education and Communication Disorders, University of Nebraska–Lincoln, Lincoln, NE 68583, USA;2. Department of Psychology, The Chinese University of Hong Kong, China;3. School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavioral and Mental Health, Peking University, Beijing 100871, China;4. PekingU–PolyU Center for Child Development and Learning, Beijing 100871, China;1. Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, University of Leuven, Belgium;2. Biological Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, The Netherlands |
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| Abstract: | This longitudinal study examined how children's early numeracy assessed in kindergarten predicts their mathematical performance in the first grade, after controlling for the effects of age, gender, and parents' education. The participants were 212 Finnish children (107 girls and 105 boys). At the time of the first assessment (kindergarten), the mean age was six years, and the second assessment was conducted one year later. The results demonstrate that the acquisition of counting and relational skills before formal schooling are predictive of the acquisition of basic arithmetical skills and overall mathematical performance in grade one, above and beyond the effects of demographic factors. |
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